old school, new school, no school ™

Old School, New School, No School ™..The End of Schooling &

The Re-Invention of “America”

(C) Gordon Freedman 2009

Is It Time to Re-Think


School?


Is the End Point of Schoolgetting into Harvard?

or Getting into the World?


Education Innovation Is Not about TechnologyIt’s About Changing Education To Match the Times.


Is It Time to Re-Think


Cars?Energy?Finance?Housing?

Happiness?Environment?


Are we confusing “schools” with education?


Why can’t the car companies turn into design, materials, and

innovation centers?


Has our education system contributed to the current financial crisis, to a

leadership deficit, to a lack of innovation?


The model may already be broken.


Public education does not serve a public. It creates a public.

NEIL POSTMAN, “The End of Education: Re-Defining the Value of School”p. 18, Vintage, 1995

“Old School”


Old School = Structural / Conformity

Dimensions OLD SCHOOL1900-1980

Conform to social and commercial norms to create a stable workforce, a safe and predictable society. Began as the need to Americanize immigrants to build a common workforce of citizens.


Old School Built “America”

Dimensions OLD SCHOOL

“Old School” serviced the transition from an agriculture to an industrial base, schools modeled on the science of administration, intended to regiment learners for the workplace.


The sluggish growth in the educated workforce in the last quarter century has been mainly due to a slowing down in the educational attainment of those schooled in the United States.

The Race between Education and Technology , by Claudia Goldin, Lawrence F. Katz, Harvard University Press, 2008, p. 7

“New School”


New School = Functional / Think Critically

Dimensions NEW SCHOOL1980-2010

Think critically and outside of the box while adhering to the dictates of the system within regulations and standards. Need for Innovation and Flexibility.


New School is Trying to Break Free

Dimensions OLD SCHOOL NEW SCHOOL

Started as charters, homeschooling, cyber schools, virtual schools, high tech schools in reactions to the one-size- fits all model, from manufacturing to service.(C) Gordon Freedman 2009

One of the greatest problems we face is how to adjust our way of thinking to meet the challenge of an increasingly complex, rapidly changing, unpredictable world.

And as we put these reforms into effect we have to keep our sights on the long term and honor our tremendous responsibility for future generations.

Preface by Fredrico Mayor, Director-General of UNESCO, to Edgar Morin’s Seven Complex Lessons in Education for the Future, 1999

“No School”


No School = Relational, Collaborate, Produce

Dimensions NO SCHOOL2010-2015

System goes horizontal, peer and mixed group learning, production as expression of knowledge. Need to initiate, connect, collaborate across various networks.


“No School” Means All Forms Possible

Dimensions OLD SCHOOL NEW SCHOOL NO SCHOOL

Not a real “end” to school, but one based on individuals, networks,

multiple ways to outcomes, tracked with data, like all other sectors of

society, in its move from service to information.


End of Schooling Matrix

Variables OLD SCHOOL NEW SCHOOL NO SCHOOL

1. CULTURE

2. ERA

3. TYPOLOGY

4. ADMINISTRATION

5. INSTRUCTION

6. YOUTH

7. CONTENT

8. CHANGE

9. PLACE/UNIT

10. RESOURCE(C) Gordon Freedman 2009

Old School Matrix

Dimensions OLD SCHOOL

1. CULTURE Traditional

2. ERA Manufacturing

3. TYPOLOGY Structural

4. ADMINISTRATION Regulatory

5. INSTRUCTION Labor

6. YOUTH Regiment

7. CONTENT Curriculum

8. CHANGE Augment

9. PLACE Class/Student

10. RESOURCE Standards-Based(C) Gordon Freedman 2009

New School Matrix

Dimensions OLD SCHOOL NEW SCHOOL

1. CULTURE Traditional Transitional

2. ERA Manufacturing Service

3. TYPOLOGY Structural Functional

4. ADMINISTRATION Regulatory Human Capital

5. INSTRUCTION Labor Expertise

6. YOUTH Regiment Investigate

7. CONTENT Curriculum Construction

8. CHANGE Augment Customize

9. PLACE/UNIT Class/Student Blended/Cohort

10. RESOURCE Standards-Based Knowledge-Based(C) Gordon Freedman 2009

No School Matrix


1. CULTURE Traditional Transitional Transformational

2. ERA Manufacturing Service Information

3. TYPOLOGY Structural Functional Relationnal

4. ADMINISTRATION Regulatory Human Capital Network

5. INSTRUCTION Labor Expertise Guidance

6. YOUTH Regiment Investigate Act

7. CONTENT Curriculum Construction Outcome

8. CHANGE Augment Customize Individualize

9. PLACE/UNIT Class/Students Blended/Cohort Peers/Learner

10. RESOURCE Standards-Based Knowledge-Based Production-Based(C) Gordon Freedman 2009

End of Schooling Matrix : Culture


1. CULTURE Traditional Transitional Transformational

2. ERA

3. TYPOLOGY

4. ADMINISTRATION

5. INSTRUCTION

6. YOUTH

7. CONTENT

8. CHANGE

9. PLACE/UNIT


End of Schooling Matrix : Era


1. CULTURE

2. ERA Manufacturing Service Information

3. TYPOLOGY

4. ADMINISTRATION

5. INSTRUCTION

6. YOUTH

7. CONTENT

8. CHANGE

9. PLACE/UNIT


End of Schooling Matrix : Typology


1. CULTURE

2. ERA

3. TYPOLOGY Structural Functional Relational

4. ADMINISTRATION

5. INSTRUCTION

6. YOUTH

7. CONTENT

8. CHANGE

9. PLACE/UNIT


End of Schooling Matrix : Administration


1. CULTURE

2. ERA

3. TYPOLOGY

4. ADMINISTRATION Regulatory Human Capital Network

5. INSTRUCTION

6. YOUTH

7. CONTENT

8. CHANGE

9. PLACE/UNIT


End of Schooling Matrix : Instruction


1. CULTURE

2. ERA

3. TYPOLOGY

4. ADMINISTRATION

5. INSTRUCTION Labor Expertise Guidance

6. YOUTH

7. CONTENT

8. CHANGE

9. PLACE/UNIT


End of Schooling Matrix : Youth


1. CULTURE

2. ERA

3. TYPOLOGY

4. ADMINISTRATION

5. INSTRUCTION

6. YOUTH Regiment Investigate Act

7. CONTENT

8. CHANGE

9. PLACE/UNIT


End of Schooling Matrix : Content


1. CULTURE

2. ERA

3. TYPOLOGY

4. ADMINISTRATION

5. INSTRUCTION

6. YOUTH

7. CONTENT Curriculum Construction Outcome

8. CHANGE

9. PLACE/UNIT


End of Schooling Matrix : Change


1. CULTURE

2. ERA

3. TYPOLOGY

4. ADMINISTRATION

5. INSTRUCTION

6. YOUTH

7. CONTENT

8. CHANGE Augment Customize Individualize

9. PLACE/UNIT


End of Schooling Matrix: Place / Unit


1. CULTURE

2. ERA

3. TYPOLOGY

4. ADMINISTRATION

5. INSTRUCTION

6. YOUTH

7. CONTENT

8. CHANGE

9. PLACE/UNIT Class/Students Blended/Cohort Peers/Learner


End of Schooling Matrix : Resource


1. CULTURE

2. ERA

3. TYPOLOGY

4. ADMINISTRATION

5. INSTRUCTION

6. YOUTH

7. CONTENT

8. CHANGE

9. PLACE/UNIT

10. RESOURCE Standards-Based Knowledge-Based Production-Based(C) Gordon Freedman 2009

Education is No Longer Strategic in the United States

but it is almost everywhere else


Throughout American History Education has been used Strategically


Colonial America Post Revolutionary America The Normal SchoolsPost Civil War The Land Grants Scientific Administration of SchoolsThe G.I. Bill Science & Math of Sputnik Busing / Civil Rights The Decline


Education is Cultural TransmissionThe Mode and Content

of Education and SocietyChange Over Time

They are Now Badly out of Sync


The Possibility of Real Change is Here

TRADITIONAL

ORGANIZATION

OF EDUCATION

OUTSIDE THE US

LEADING TO

POLICY CHANGE

MULTITUDE OF

DIFFERENT FORMS

IN THE US + DATA

USES, NO POLICY

CHANGE


What Are We Preparing Students For?

A World Where It’s Safe to Retire? One Where Big Problems are Tackled?

Or a Return to the “old economy”


In Order to Re-Invent America We Must Bring Schooling to an End Students Need to “Go to the World”

And They Must Come to “Own” Their Own Education


old school, new school, no school ™

Documents

rethinkc gordon freedman

education innovation

end of education

public education

education system

cyber schools

virtual schools

lack of innovation